Gudaga Goes to School Study: Methods Used in Understanding School Transitions and Early Education Experiences of an Urban Aboriginal Cohort

Autor/inn/en	Kaplun, Cathy; Knight, Jennifer; Grace, Rebekah; Dockett, Sue; Perry, Bob; Comino, Elizabeth; Jackson-Pulver, Lisa; Kemp, Lynn
Titel	Gudaga Goes to School Study: Methods Used in Understanding School Transitions and Early Education Experiences of an Urban Aboriginal Cohort
Quelle	In: Educational Studies, 42 (2016) 1, S.54-71 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2016.1148583
Schlagwörter	Indigenous Populations; Urban Areas; Children; Questionnaires; Check Lists; Student Evaluation; Scores; Academic Achievement; Attendance Patterns; Social Development; Emotional Development; Student Behavior; Semi Structured Interviews; Focus Groups; Parent Attitudes; Teacher Attitudes; Student Attitudes; Early Childhood Education; School Readiness; Foreign Countries; Student Records; Student Adjustment; Statistical Analysis; Qualitative Research; Behavior Problems; Screening Tests; Child Behavior; Australia; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Sinti und Roma; Urban area; Stadtregion; Child; Kind; Kinder; Fragebogen; Checkliste; Schulnote; Studentische Bewertung; Schulleistung; Soziale Entwicklung; Gefühlsbildung; Student behaviour; Schülerverhalten; Elternverhalten; Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Readiness for school; School ability; Schulreife; Ausland; Schülerakte; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Statistische Analyse; Qualitative Forschung; Screening-Verfahren; Australien
Abstract	The Gudaga Goes to School Study described the transition to school and early education experiences of 117 urban Aboriginal children and their families. This paper outlines the methods and design of the study. A life course approach, employing multidimensional and multi-theoretical frameworks was used to capture the complexity of issues surrounding the transition and early school experiences with multi-methods used to collect data from children, parents and teachers. Quantitative data included questionnaires, checklists and educational assessments to track children's academic progress, school attendance, and social/emotional/behavioural development. Qualitative data consisted of semi-structured interviews and focus groups to gain the perspective of stakeholders. Children also participated using photography and drawing mediums. The community controlled study was conceived, designed and conducted in close consultation with the local Aboriginal community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01